Tag: connecting with youth

The Evolution of Effective Education

March 8th, 2011

1. Teacher provides answers.

2. Teacher asks convergent questions and students furnish predictable answers.

3. Teacher asks divergent questions.

4. Teacher invites students to contribute ideas and opinions.

5. Teacher becomes curious about student ideas and opinions.

6. Students become curious and ask earnest questions.

7. Fueled by a sense of wonder, students and teacher collaborate for meaningful answers.

    Sir Ken Robinson “Changing Education Paradigms”

    February 28th, 2011

    RSA added animation to one of Ken Robinson’s talks. I would suggest watching it several times. There’s a lot here in this 11:40 clip. His proposals comprise a call back to an educational paradigm that is consistent with how we actually learn.

      Better than Bluetooth

      February 23rd, 2011

      On the first Tuesday of each month I host a ten minute conference call entitled, Ten-on-Tuesday: An hour’s worth of information in ten minutes. It’s an alternative to hour-long webinars that—let’s be honest—aren’t always the best use of time.

      During the last call I asked participants to ask a question of students for which they had no pre-determined answer. I appreciated the follow-up question I received and thought I would share the exchange.

      Participant question:

      The last item you discussed yesterday was asking a question of a student that we don’t have the answer, I was a little confused regarding that. Could you please give me an example?

      My response:

      Too often we ask questions for which we have prepackaged answers. Our goal in such cases is to transfer our answers to students. This process has more in common with bluetooth data-transfer than learning.

      When you ask a question for which you have no answer, you level the learning field. You and the student are learning collaboratively to find the answer(s). For instance, you may ask a student you work with, “How is it that the media influences people?” This doesn’t mean you don’t have your own ideas. You do. But what if the student with whom you are working could add clarity to your existing understanding of this topic? Asking this question allows for this opportunity. It also encourages the student to arrive at a new, fresh understanding of the topic.